COURSE SYLLABUS

COURSE INFORMATION

Course Number: ENGL 1301

Course Title: Composition I

Course Description: Intensive study of and practice in writing processes, from invention and researching to
drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical
choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as
a vehicle for learning, communicating, and critical analysis. Lab required.

Course Credit Hours: 3

Lecture Hours: 3
Lab Hour: 1

Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent

Student Learning Outcomes:

• State-mandated outcomes: Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative writing processes.
2. Develop ideas with appropriate support and attribution.
3. Write in a style appropriate to audience and purpose.
4. Read, reflect, and respond critically to a variety of texts.
5. Use Edited American English in academic essays.
• Additional Collin Outcome: Upon successful completion of this course, students should be able to do
the following:
1. Demonstrate personal responsibility through the ethical use of intellectual property.

Withdrawal Policy: See the current Collin Registration Guide for the last day to withdraw.

Collin College Academic Policies: See the current Collin Student Handbook
• The College District may initiate disciplinary proceedings against a student accused of scholastic
dishonesty.
• Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating,
plagiarism, collusion, use of annotated texts or teacher’s editions, use of information about exams posted on
the Internet or electronic medium, and/or falsifying academic records.
• Collin faculty are required to report alleged violations of scholastic dishonesty to the Dean of Student
Development, who then investigates the case, and renders an administrative decision.
• Faculty are not allowed to assign a grade to the work in question until the Dean of Student Development
renders a decision
• Students found responsible for scholastic dishonesty offenses will receive an authorized disciplinary
penalty from the office of the Dean of Student Development.
• Additionally, students found responsible for scholastic dishonesty will be assigned a penalty in this class
that ranges from a grade of “F” on the assignment to a grade of “F” for the course

Americans with Disabilities Act:

Collin College will adhere to all applicable federal, state and local laws, regulations and guidelines
with respect to providing reasonable accommodations as required to afford equal opportunity. It is
the student’s responsibility to contact the ACCESS office, SCC-G200 or 972.881.5898 (V/TTD:
972.881.5950) to arrange for appropriate accommodations. See the current Collin Student
Handbook for additional information.

Religious Holy Days: Please refer to the current Collin Student Handbook.
6.24 Repeating Courses

Grades of all courses taken will be recorded on the student’s transcript. The highest grade earned will be used in
computing the grade point average and applied toward degree or program requirements. Beginning fall 2002, a
course in which a grade (including W) has been received can be repeated only one (1) time to replace the grade.
The grade received does not affect the student’s ability to repeat a course.

Registration holds will be placed on courses that have been attempted twice.

When a course is repeated:

1. Only one (1) course/grade will be counted in a student’s GPA.
2. The highest grade will be used in GPA calculations.

Courses repeated before fall 2008 will have only the last grade and credits (whether higher or lower) earned
used in computing the grade point average and applied toward degree or program requirements.

Veterans should consult the Director of Financial Aid/Veterans Affairs before repeating any course. Students
planning to transfer to another college or university should check with a Collin College academic planning
consultant (advisor) or with receiving institutions for their repeat policies. See the Registration Guide for
details on specific courses. Student Handbook, p. 69
INSTRUCTOR INFORMATION

Instructor’s Name: Sean Ferrier-Watson, Ph.D.

Office Number: L234 (Zoom for Online Classes)
Office Hours: F 12:00-6:00PM (Zoom)
or by appointment
Phone Number: 972-516-5053 (Not Answer During Spring)
Email: sferrier-watson@collin.edu
Website: Canvas and www.seanferrierwatson.wordpress.com
Zoom: See Concourse syllabus (not included here to prevent hacking)
Class Information
Section Number: ENGL 1301
Meeting Times: Canvas All Week
Meeting Location: Online (Canvas)
Minimum Technology Requirement: Computer with internet access and ability to send emails and
login to our class website; it must also house appropriate writing software (i.e., compatible with Canvas
and Microsoft Office Word).
Minimum Student Tech Skills: Students are expected to be familiar with typing papers on a keyboard,
surfing the internet, and other basic computer literacies
Netiquette Expectations: Students are expected to send emails with clear subjects and appropriate
signatures for identification purposes; responses to emails should be expected within 48 hours during
weekdays; emails will rarely receive responses on weekends.

Course Resources

Textbooks:

Losh, Elizabeth, and Jonathan Alexander, ed. Understanding Rhetoric: A Graphic Guide to Writing, 2nd ed.
Bedford, 2017. ISBN: 978-1-319-06260-6

Optional Texts:

MLA Handbook, 8th ed. Modern Language Association of America, 2016. ISBN: 978-1-60329-262-7.

Ko, Lisa. The Leavers, Algonquin Books, 2018. ISBN: 978-1-61620-804-2.

Other Texts:

Anything published to our class’s Canvas account or website as marked on our weekly calendar.

Supplies

1. Three-ring binder for storing class work

2. Flash drive or other means (dropbox.com account, for example) of storing digital versions of essays and other
written material you generate (always, always keep a backup of everything you turn in!)
3. A valid, working Collin College email address that you check everyday
4. Regular access to a computer and internet (additional readings may be available online)

Method of Evaluation
As an expert in my field, I reserve the right to gauge writing on any scale or method my profession and college
deem acceptable. I will assign grades based on my best judgment as an experienced and qualified Professor of
English.

Grade Scale:

A= 90 to 100
B= 80 to 89
C= 70 to 79
D= 60 to 69
F= 0 to 59

Participation 10%

Participation may include class discussions, readiness for class, homework, online activity, or any other activity
related to class assignments on a given class day. If you are inactive on a given class day, you will start to lose
credit on this grade. I allow for three missed online class days. Once you pass this threshold, you will receive a
20% deduction on this grade for each missed class day after the first three. Missing more than two weeks of
online class can result in failure of the course. If a problem is serious enough to miss a significant amount of
class, then the student should consider dropping the course or speaking with the college or appropriate dean.

Writing Journal Entries 15%

Daily journal entries are designed to help students engage the writing process on a routine basis. These response
papers can be typed and submit until the end of our online course day. They are schedule in our syllabus
calendar and occur every class day (except on essay submission dates). These assignments should reflect on our
lectures and readings on a given class day. You can find the readings in our course calendar. The average
response should be roughly five to seven statements in length. They are graded credit or no credit, which will be
indicated in Canvas by a check or an X. Late journal entries will not be accepted under normal circumstances. I
will count the top twenty journal entries for the semester.

Peer Editing 10%

The peer editing grade will be derived from participation with peer group members on our Canvas discussion
boards. Peer editing involves heavy reflection and revision on rough drafts of your essay assignments. These
can be submitted directly into the discussion board or attached. You must have at least 300 words completed,
but full drafts are preferred. You must also provide at least two response to each of your groupmates. If you fail
to submit and respond, you will receive a zero for this activity. Students consistently failing to participate or
submitting materials might be counted absent for that class day. Revision and group work are important to your
grade and to the writing process. Dates for these sessions are listed in the course calendar below.

Lab 10%

The lab component is an integral part of this writing class. Over the course of the semester, you will need to
complete a combination of ten selections from the list below. Lab work is not the same as regular daily
coursework that you must complete to stay on track for the class; it is, instead, designed as an additional
writing-focused activity to help you improve your writing throughout the term and is required by Collin College
for ENGL 1301. You can complete the lab requirement by using the following options: 1) write a 250-word
review of the assigned section from The Leavers; 2) attend one 30-minute Writing Center tutor session online;
3) complete one library research module or RAP session through our library; or 4) write one 200-word review
of a movie or short story. You will upload proof of completion here or type your review. You can simply upload
a screenshot or other proof here as well. These are all completion assignments, meaning fulfilling the minimal
requirements for the assignments will count as 100%. The purpose of the lab component is to gain feedback
about your writing and scholarship from outside our classroom. The lab is worth 10% of our class grade. You
must complete at least ten labs to receive a 100% for the lab grade for the semester. I will not accept late labs
under normal circumstances.

Essay #1: Conceptualizing Your Writing Process 10%

Writing is often a tough and strenuous process for new college students, but most students become comfortable
with the process after a little practice. The best way to start conceptualizing the way you write or to find your
voice as an author is to think critically about your own writing process. For your first essay, consider the writing
you have done in the past and discuss what frustrates you most about writing. Try to identify what you believe
are the best and worst parts of your writing process. Try to answer the following questions in your essay: What
is your favorite thing about writing? What do you hate most about writing? Do you have any strategies or
techniques that are particularly helpful as you write? If you had your choice, what kinds of things would you
like to write about in school? The essay should be 1,000 words, double spaced, in MLA format. You may rely
on our readings and class discussions for resources for writing this paper. If you quote or use other sources, a
works cited page and in-text citation will be required.

Essay #2: Rethinking Scholastic Dishonesty 10%

Plagiarism is a concept that often baffles first-year college students. If students have heard of the term before,
they frequently believe it to mean only the word-for-word theft of another’s ideas or simply the failure to place
quotation marks around certain borrowed phrases. While these accounts can and do frequently represent acts of
plagiarism, the term in academe has a much broader, more nuanced meaning. To help you better understand the
concept of plagiarism within the academy, particularly as it applies to specific disciplines and their writing
practices, I would like you to research a well-publicized or famous case of plagiarism and argue whether the
accusation of plagiarism was justified given your understanding of the term. The essay will need to contain at
least one 1,200 words to earn full credit. The paper should try to consider the following questions: How is
plagiarism defined in your case study? What do you consider plagiarism? Are the punishments for plagiarism
fair in the case you reviewed? You may rely on our readings and class discussions for resources for writing this
paper. The paper must follow MLA formatting guidelines for student writers. You need to cite the case used in
this paper in MLA and provide a works cited page. If you quote or use other sources, you will need to cite them
as well.

Essay #3: Visual Rhetoric in Modern Advertising 15%

Rhetorical fallacies are falsehoods told to intentionally mislead or distract an audience from critical flaws or
shortcomings in an argument, often masked as indisputable truths or legitimate and well-founded departures
from the task at hand. Fallacies have a long history in the discussion and study of rhetoric, harkening back to the
ancient Greeks and beyond, but they can also be found throughout modern times as well. We see fallacies
employed in political debates, around the dinner table, in classrooms, and just about anywhere else where
arguments are being made, but ethical scholars and savvy “interlocutors” try to avoid and unravel fallacies at all
costs. This essay will call upon you to study the nature of modern fallacies through examining the way they are
used in advertising, especially the way images are adapted to mislead or capture the attention of an audience.
You will need to select an ad or series of ads and explain their use of rhetorical fallacies, particularly their use
of visual rhetoric. This can include a discussion of the ethical implications behind an ad’s rhetoric. Drawing
from our class discussions and readings, your essay should try to answer the following questions: Who is the
target audience of the ad? How do the ads you looked at attempt to persuade their target audience? What kinds
of fallacies appear in the ad? Are they ethical to use? Do you believe they are being used effectively? In other
words, do you believe the ads actually con their target audiences? The completed assignment should be 1, 200
words in length, not including the works cited page. If sources are cited, a works cited page must appear.

Essay #4: Literacy Hero, Rebel, or Victim Narrative 15%

Using Bronwyn T. Williams’s “Heroes, Rebels, and Victims: Student Identities in Literacy Narratives” and
other literacy scholars we have look at this semester as a lens, examine the way language, rhetoric and literacy
have shaped your life and writing. Try to identify yourself under Williams’s theory of student writers and
describe the experiences that led you to this conclusion. The paper can take the form of a personal narrative
(story) or first-person essay and cover the following questions: What or who is the controlling agent(s) or
“sponsor(s)” of your literacy? What events lead you to believe this? What in your writing do you feel has been
positively or negatively shaped by these events and practices? Finally, how do you feel Williams and the other
scholars we have studied have contributed to your understanding of your own reading and writing practices?
The completed assignment should be 1,450 words, not including the required works cited page. You must cite at
least one source for this essay.

Final Exam 5%

The final exam is an online writing assignment. This is NOT one of our major essay assignments. It will cover
one or a combination of multiple topics we have explored this semester. Details about the final exam will be
provided as the date of the exam nears.

Rewrite Policy

Revision is a major part of the writing process. As such, all major writing assignments, with the exception of the
final writing assignment, may be rewritten ONCE for full credit and submitted as a hardcopy. Please speak with
me after assignments are returned to discuss rewriting for a higher grade. New comments may not be provided
for rewrites. A rewrite submission box will appear in Canvas for the first three essays.

Late Enrollment Policy

To be fair to students who enrolled and attended class on the first week, any student who enrolls late or misses
the first few days of class (or longer) will still be subject to our class policies and unable to make up
assignments due during this interval. In rare circumstances, the student may petition under the Grade
Redemption Policy for an exception, provided the situation would warrant a grade redemption contract under
normal circumstances. Extra assignments are available to regain some credit lost.

Late Policy

I will allow for late papers to be submitted to Canvas, but exams, participation grades, and other assignments
cannot be made up under normal circumstances. Students should submit assignments on time. If late work is
submitted and accepted, I will deduct some points as a penalty, varying based on the amount of time over the
due date. Penalties can become substantial after two weeks after the deadline (i.e., 30% deduction or more). I
expect all of my students to submit their work in a timely fashion. In most cases, I do not believe it is fair for
some to receive extra time on an assignment while others submitted the assignment in a timely fashion. As such,
I rarely grant exceptions to my late policy. Late work is due by the last class day of the semester under normal
circumstances. I will not take late work after this date unless extreme circumstances warrant such an extension
(see Redemption Policy).

Email/Phone Policy

Email is the preferred method of contacting me outside of my office hours. With the exception of weekends, I
will respond to emails within 48 hours (with 24 hours being the norm). I rarely respond to weekend emails. The
only email address I can respond to is your Collin College email account, so please make sure you are using this
account when inquiring about private student matters (i.e., grades, attendance, etc). My office phone is currently
unavailable. Please do not expect your call to be returned.

Plagiarism Policy

Plagiarism and other forms of scholastic dishonesty are serious offenses and can result in hefty penalties. If a
paper is suspected of plagiarism, it must be initially reported to the Dean of Student Development; however, as
the instructor of the course, I am usually the arbiter of determining what offense are deemed plagiarism or
scholastic dishonesty within my course and discipline. Students are typically referred to the Dean of Student
Development in my class for substantially quoting a word-for-word source without using quotation marks,
failing to identify the author or origin of the idea for paraphrased (summarized) text, and for submitting a
document with over a 50% match on Turn-it-In for un-cited text. Students are responsible for properly citing
sources within their papers, but exceptions to the policy might be made if evidence of unintentional plagiarism
seems to exist (i.e. the professor or Dean determine such circumstances). If students plan to use writing from
previous papers or assignments, they must first receive permission from me in writing and must reproduce
enough revised or original work on the assignment to align themselves with the original work done by other
students in the class; furthermore, if a student plans to expand or work on a project currently being done in
another class, they must also receive written permission from that professor as well. Penalties for violating this
policy are determined on a case-by-case basis and can range from penalties on the assignment to failure of the
course. Students can even receive point deductions and other penalties for failure to engage in careful research
conventions like citation and proper contextualization of source material. For more scholastic dishonesty
procedures or plagiarism codes, please see the policy on the first page of this syllabus or the Collin Student
Handbook.

Extra Credit Policy

Extra credit is offered periodically throughout the semester on some minor and major grades. Opportunities for
extra credit will vary throughout the semester. These are entirely optional. Students can only earn extra credit
up to 100% in each gradable category—no 110% grades.

Grading/Return Policy/Essay Integrity

My policy is generally to return major grades at least two weeks after the assignment has been submitted, not
including assignments accepted after the deadline or works to be rewritten. On rare occasions, there may be an
exception to this return policy, but I will alert students immediately if such an occasion occurs. If you have not
received an assignment by the return deadline, it is your responsibility to contact me with your concerns. It is
sometimes the case that glitches have occurred. A quick email or conversation with me can easily clarify the
matter, so please don’t hesitate to contact me with your concerns. Grades are often left blank until it is clear no
submission will be made. Blank grades should be considered zeroes until submission occurs. With the exception
of Essay #4, all major essays will have comments. If you don’t see your comments, it is your responsibility to
alert me to the problem immediately. Canvas comments have frequently failed to show due to minor glitches in
the system—a quick email to me can usually resolve these problems. Note: students are responsible for learning
how to retrieve their grades and comments from Canvas; I am not responsible for returning major grades by
email or in person. Finally, all class essays and writings assignments are held up to academic expectations of
appropriate research and argumentation.

Zoom Day

I will host an optional Zoom session the Friday before a major essay assignment is due. You can find the Zoom
days and times listed in our syllabus calendar at the end of our syllabus. These are entirely optional and might
include participants from other composition sections. The time for your session is posted in the syllabus
calendar. If you are comfortable chatting and sharing your work and ideas in a group session, Zoom days may
work well for you in this class. You can also meet with me privately in Zoom during office hours earlier in
month.

Classroom Conduct

I expect all students to be respectful of me and their classmates while attending one of my class sessions (in
person or online). As such, students should act civilly in my class and abide by the behavioral rules stipulate by
Collin College in their student handbook. Failure to do so might result in being asked to leave the room. Cell
phones, laptop computers, and other devices, if not being used for the class, may count as a distraction and may
be viewed as disrespectful to your classmates and myself. Anything deemed as an unnecessary distraction can
also be grounds for dismissal. Please be considerate of others when attending one of my classes and refrain
from making inappropriate comments or insulting speech. This policy of polite and appropriate discourse also
applies to assignments and other forms of in-class writing. Failure to abide by these stipulations can impact an
assignment grade.

Grade Redemption Policy

On rare occasions, students in breach of any of the above policies or grading criteria may request a second
chance under the Grade Redemption Policy. Students may only qualify for this policy until the last week of the
semester or on rare occasions longer. If I deem your situation worthy of redemption, I will ask you to draw up a
contract agreeing to our terms of redemption. If you violate any part of this contract, I have the authority to
declare the contract broken and assign you an F for the class. I also retain the right to declare the contract null-
and-void at any point in the semester. This policy is NOT a right. Student contracts are only available at my
discretion.

Canvas Course Requirements

This course makes use of an online learning component provided by the Canvas platform, accessible by logging
into CougarWeb with the ID and password provided by the college. Our Canvas section will house readings,
handouts, gradebook(s), an assignment dropbox folder to submit essays, links to important websites and
documents, and the class syllabus. You are required to visit this site before every class to access the schedule
and check for important updates and announcements.

You will submit major essays and receive grades on them through this online platform and by using the
assignment dropbox feature. Criteria for grading and regulating essays are the same as listed above.
Assignments are due at 11:59PM on the day they are listed as due on the syllabus. The essay you submit is your
official submission, meaning NO deletions or multiple uploads, so only submit it if it is ready for my viewing.

Late work may be subject to penalty. Students are also responsible for turning in assignments in an Office Word
friendly format. If you encounter legitimate technical problems (error in the system) submitting on Canvas
preventing you from making the deadline, you are responsible for contacting the help desk and copying the
professor on the subsequent email chain as proof of the problem. Leniency will only be granted if a legitimate
error has occurred. I do NOT consider being unfamiliar with Canvas a legitimate excuse. All students are
responsible for learning to operate their instructional material and find the means to access Canvas.

Note: the Canvas grade-book does NOT reflect your official grade for the class, but merely the average of
all assignments submitted there—participation, dropped grades, and some other grades will NOT be
reflected in this grade-book.
Course Calendar:
Spring 2021
UR=Understanding Rhetoric
CANV.=Canvas
January
Week 1
19— First Day!
• Class Introduction
• Review of Syllabus & Class Schedule
• Assign Peer Groups
• Classical Rhetoric Through the Ages
• Upload bio to Canvas Introduction to Class discussion board
• Upload two-statement bio to Brief Bio in Canvas (optional)
• “Why Rhetoric?” pp. 37-57 (UR)
• Submit Journal Entry #1
21— Writing Intros and Conclusions That Matter
• Review power point lecture
• Making titles
• “Introduction: Spaces for Writing,” pp. 1-14 (UR)
• Submit Journal Entry #2
22— Lab
• Submit Lab #1
• The Leavers, ch. 1 (option for lab)

Week 2
26— Passive Voice and Second Person
• Review power point lecture
• Submit Journal Entry #3
28— Writing to Argue and Instruct
• Review power point lecture
• “Arguing Beyond Pro and Con,” pp. 153-169 (UR)
• How research can help…
• Submit Journal Entry #4
29— Lab
• Submit Lab #2
• The Leavers, ch. 2-3 (option for lab)
February
Week 3
2— Reading Critically
• Review power point lecture
• “Strategic Reading,” pp. 71-98
• How to get the paper ready
• What to do with comments in the revision process
• “Rethinking Revision,” pp. 217-230
• Submit Journal Entry #5
4— Novel Approaches to Reading & Writing
• Review power point lecture
• “Telepathy,” Stephen King (CANV.)
 • Submit Journal Entry #6
5— Lab
• Submit Lab #3
• The Leavers, ch. 4-5 (option for lab)
• Zoom Day! @3-5PM

Week 4
9— Proofreading & Peer Review
• Review power point lecture
• “Proofreading: The Skill We Neglect to Teach” (CANV.)
• Have draft of essay ready
• No journal
• Peer Review for Essay #1
• Essay #1 Due (submit to dropbox by 11:59PM tonight)
11— Understanding Plagiarism
• Review power point lecture
• “How to Fight College Cheating,” Lawrence M. Hinman (CANV.)
• “The Rules of Attribution,” Deborah R. Gerhardt (CANV.)
• Submit Journal Entry #7
12— Lab
• Submit Lab #4
• The Leavers, ch. 6-7 (option for lab)

Week 5
16— Understanding Plagiarism
• Review power point lecture
• “Copy This,” Carolyn Foster Segal (CANV.)
• “The Truth about Plagiarism,” Richard A. Posner (CANV.)
• Submit Journal Entry #8
18— Understanding Plagiarism
• Review power point lecture
• “Tracking Down Sources”- “Coming Clean with Citation,” pp. 225-241 (UR)
• “Keeping the Story Straight,” pp. 220-225 (UR)
• MLA handbook on hand
• Submit Journal Entry #9
19— Lab
• Submit Lab #5
• The Leavers, ch. 8-9 (option for lab)

Week 6
23— Understanding Plagiarism at Collin College
• Review power point lecture
• Scholastic Dishonesty and Plagiarism section from Student Handbook (CANV.)
• “Colleges Need Honor Codes,” Burrell (CANV.)
• Case Study Examples
• Submit Journal Entry #10
25— Detecting Plagiarism or Committing Plagiarism?
• Review power point lecture
• “Why a Plagiarism-Detection Company Is Now a Billion-Dollar Business,” McMurtrie (CANV.)
 • Discussion and Activity
• Submit Journal Entry #11
26— Lab
• Submit Lab #6
• The Leavers, ch. 10-11 (option for lab)
• Zoom Day! @3-5PM
March
Week 7
2— Peer Review
• Complete draft of Essay #2
• Peer edit with discussion group
• No journal
• Essay #2 Due (submit to dropbox by 11:59PM tonight)
4— Visual Literacy
• Review power point lecture
• Understanding visual rhetoric
• Scott McCloud excerpt and activity
• Submit Journal Entry #12
5— Lab
• Submit Lab #7
• The Leavers, ch. 12-13 (option for lab)

Spring Break
9— No Class!
• No Assignments
11— No Class!
• No Assignments
12— No Class!
• No Assignments

Week 8
16— Common Fallacies & Ethical Issues Behind Deception in Rhetoric
• Review power point lecture
• Fallacy as Rhetorical Device
• List of Common Fallacies (CANV.)
• Submit Journal Entry #13
18— Common Fallacies & Ethical Issues Behind Deception in Rhetoric
• Review power point lecture
• “Allegory of The Cave,” Plato (CANV.)
• Excerpt from The Prince, Niccolò Machiavelli (CANV.)
• Submit Journal Entry #14
19— Lab
• Submit Lab #8
• The Leavers, ch. 14-15 (option for lab)
• Last Day to Withdraw from Class

Week 9
23— Visual Rhetoric & Contemporary Fallacies
• Review power point lecture
 • “Exploring Visual Literacy,” pp. 14-23 (UR)
• Contemporary advertising review
• Submit Journal Entry #15
25— Visual Argument
• Review power point lecture
• Submit Journal Entry #16
26— Lab
• Submit Lab #9
• The Leavers, ch. 16-17 (option for lab)
• Zoom Day! @3-5PM
April
Week 10
30— Peer Review for Essay #3
• Complete draft of Essay #3
• Be prepared to workshop with peer group online
• No Journal
• Essay #3 Due (submit to dropbox by 11:59PM tonight)
1— Literacy Narratives
• Review power point lecture
• “Heroes, Rebels, and Victims: Student Identities in Literacy Narratives,” Bronwyn T. Williams
(CANV.)
• Submit Journal Entry #17
2— Spring Holiday!
• No Class

Week 11
6— Literacy in Theory
• Review power point lecture
• “Literacy Sponsors,” Deborah Brandt (CANV.)
• Submit Journal Entry #18
8— Literacy Narratives Explored
• Review power point lecture
• “Translating Self and Difference through Literacy Narratives,” Mary Soliday (CANV.)
• Submit Journal Entry #19
9— Lab
• Submit Lab #10
• The Leavers, ch. 18 (option for lab)

Week 12
13— Literacy Rebels and Heroes?
• Review power point lecture
• “Writing Identities,” pp. 119-138 (UR)
• “Literacy Behind Bars” (CANV.)
• “Rebel Music,” Daniel Felsenfeld (CANV.)
• Submit Journal Entry #20
15— Literacy Victims?
• Review power point lecture
• “Mother Tongue,” Amy Tan (CANV.)
• “Se Habla Espanol,” Tanya Maria Barrientos (CANV.)
 • Submit Journal Entry #21
16— Lab
• Submit Lab #11
• The Leavers, ch. 19 (option for lab)

Week 13
20— Literacy Victims?
• Review power point lecture
• “Proficiency” (CANV.)
• Submit Journal Entry #22
22— Hero or Victim?
• Review power point lecture
• “Always Living in Spanish,” Marjorie Agosin (CANV.)
• Submit Journal Entry #23
23— Lab
• Submit Lab #12
• The Leavers, ch. 20 (option for lab)

Week 14
27— Literacy of a New Age
• Review power point lecture
• “Does Texting Affect Writing,” Michaela Cullington (CANV.)
• Submit Journal Entry #24
29— Forces Extra Credit Lecture
• Extra Credit Journal Available
30— Lab
• Submit Lab #13
• The Leavers, ch. 21-end (option for lab)
• Zoom Day! @3-5PM
May
Week 15
4— Growing as a Writer
• Review power point lecture
• “Launching into the Future of Genres,” pp. 290-297 (UR)
• “Entering the Final Frontier with Publication,” pp. 301-311 (UR)
• Submit Journal Entry #25
6— Peer Review for Essay #4
• Completed draft of Essay #4
• Be prepared to workshop with peer group online
• Essay #4 Due (submit to dropbox by 11:59PM tonight)

Final Exam Week

May 10-13
Final Exam
Ends May 13 @11:59PM